Unfortunately, the journey to college can be lengthy for immigrants who must demonstrate English proficiency by completing a series of ESL classes while balancing work, family, and school (Blumenthal, 2002). At Southeast Community College (SCC), in Lincoln, Nebraska, the sequence ranges from classes in Beginning ESL to ESL for Academic Success, and none of the classes is eligible for financial aid. As a result, many students chose to prematurely exit ESL by testing into developmental coursework. At SCC, developmental English faculty have perceived a growing population of nontraditional, language minority students who required language support perhaps best delivered in ESL. As a result, the department was interested in determining whether students whose first language was not English were being appropriately placed in developmental English. SCC does not track the number of language minority students entering developmental English courses or their pass rates. There is a similar absence within developmental education research. Given the sparse literature on language minority students, particularly adult immigrant, nontraditional ESL students in developmental education, it was felt an intervention could not be proposed until research explored the phenomenon of these students, referred to here as Generation 1 learners, entering developmental English. This article describes a practicum that used a mixed methods design to determine the number of language minority students, including Generation 1, testing into SCC's Developmental English program and to understand Generation 1 learners' experiences entering developmental English through the Transitions Lab (T-Lab), a campus tutoring and advising center. Understanding how Generation 1 learners' transition from ESL into developmental English enhances practitioners' ability to utilize or modify existing resources to meet students' linguistic and academic needs. In addition to increasing understanding of SCC's student population, the research contributed to the local teacher-scholar community of practice (Toth & Sullivan, 2016) through inter- and intradepartmental cooperation at the college.